Lee, Yew-Jin

Science, technology, engineering, and mathematics (STEM) form the basis of many educational programmes around the world. In Singapore, school-based STEM education appears within STEM Applied Learning Programmes (ALP) offered by some primary and secondary schools. In this chapter, we present an in-depth survey of the diverse offerings and benefits of STEM education here; specifically, we examine STEM learning/activities from the websites of 15 secondary schools (Grades 7–10/11). Using a theoretical model of relevance for science education from the literature, we identified the benefits and pathways that STEM education has been reported to afford its participants, that is, how STEM education can be made relevant for students through ALP. Relevance is defined in terms of fulfilment of intrinsic or extrinsic needs in the present or future, and along the three dimensions of individual, societal, and vocational needs in this model. Our main findings indicate that this sample of STEM ALP websites did not sufficiently yield statements that supported the present or future aspects of intrinsic relevance within the societal and vocational dimensions. On the other hand, multiple descriptions in relation to the extrinsic and future aspects across the individual, societal, and vocational dimensions of relevance were provided. Three implications of these findings for STEM education in Singapore are highlighted: (i) greater consideration of student choices, identities, and agency, (ii) greater awareness and discussion of undesirable/negative impacts of STEM solutions on society, and (iii) greater emphasis on the epistemic aspects of STEM.